Driver/Operator- Pumper

Board of Firefighting Personnel Standards and Education

Course Planning Template Fire Apparatus Driver/Operator Jones & Bartlett 2nd Edition

This planning template should be used by the Lead Instructor and Lead Evaluator in planning this course.

January 2017

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Contents Course Planning “P” ............................................................................................................... 2

Course Introduction Information ........................................................................................... 3

Code of Ethics; Acknowledgement of Developers .................................................................. 4

Step 1: Course Preparation .................................................................................................... 5

Step 2: Course Scheduling Information .................................................................................. 5

Step 3: Facility and Equipment Requirements ........................................................................ 6

Step 4: Special Instructions .................................................................................................... 7

Appendix A: Sample Curriculum ............................................................................................ 8

Appendix B: 16 Life Safety Initiatives .................................................................................... 12

Appendix C: Utilizing the Four Step Method ......................................................................... 13

Appendix D: Motivating & Encouraging Students ................................................................. 14

Appendix E: Sample Class Rules ............................................................................................ 15

Appendix F: Facial Hair Policy ............................................................................................... 17

Appendix G: How to Register a Course ................................................................................. 19

Appendix H: Frequently Asked Questions ............................................................................. 20

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Course Introduction Information

These curriculum materials provide the resources needed to teach the course listed. To satisfy local requirements, and to adjust to the amount of time available for instruction, you may want to customize the materials. To facilitate

customization, the materials have been developed with Microsoft Word and PowerPoint. Customizing the Curriculum This curriculum should be customized to meet local needs – instructors may need to add additional information to meet requirements specific to their agency or organization. To customize the curriculum, you will need to first save the files to your computer. Refer to the Curriculum Tutorial on the dropbox for in-depth information and step-by-step directions for customizing the materials. You may customize the information in a manner that best suits your specific needs. The Microsoft® Word documents were created using Microsoft® Word 2007 and the Lesson Outlines contain a macro for slide insertion. To utilize the slide macro, you will need to enable macros when opening the documents and ensure your security settings allow the macro to run. If you do not want to enable the macro, click disable macros. If you choose to disable macros or your security settings will not allow the macro, the content of the document is not changed. The macro feature may not function in all versions of Microsoft® Word. Planning Your Instruction The amount of time allotted to training varies significantly from agency to agency. Therefore times are not listed in the curriculum. You may need more or less time for a specific topic depending on local needs. It is essential that you select the material that meets both your jurisdictional requirements and your available time. Be sure to look at test questions included. You may use the questions in the curriculum in various ways, for example, as a graded check on progress or as the basis for class discussion. If skill sheets are provided, review them to ascertain how many of them you want to include in your lesson plan. Quality Assurance As part of our Quality Assurance Program, a field inspector, designated by the Fire Training System may reach out to the Lead instructor to coordinate a site visit. These site visits are to ensure quality, consistency and compliance with the educational requirements of the course. Changes to this document We understand that there will need to be changes to this document. Review and improvements will be added on an annual basis. If you have corrections and additions send your information to the appropriate course manager at http://www.in.gov/dhs/firecertification.htm

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Code of Ethics As the Lead Instructor, you have an obligation to teach, mentor, and set the example for the firefighters you are training to replace you. You must do so in a manner that is fair, ethical and in compliance with the standards set forth by the Board of Firefighting Personnel Standards and Education. If you do not take it seriously, then neither shall your students. Your course is subject to audit by the Board of Firefighting Personnel Standards and Education at any point before, during, or after the class is completed. Retention of the skills performed is the responsibility of the Lead Evaluator and the student, and record of the classroom material taught is upon YOU. Advise your students to retain copies of their completed skills sheets and provide a copy to their Training Officer for inclusion in their personnel file and hold yourself to the highest professional standard as an example. Lead Instructors and Lead Evaluators do not get in trouble for trying to meet the Standards- they get into trouble by ‘pencil whipping’ or lying about them.

Acknowledgements The Fire Academy Training System would like to thank the following task force members for their time and dedication for this project. The amount of time and effort that was put into this document to ensure adequate knowledge of course preparation is highly appreciated. Steve Nolan, Scott Zelhart, Jeff Combs, David Dickerson, Robin Hillenburg, John Roberts, Tom Hagerty, Mark

Froelich, Ryan Cusack, Joel Rickard, Tom Kratt, Deb Estes

John M. Buckman, III, David Probo, Brandon Wood, Jake Simpson, Patrick Harper, Jim Campbell

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Step 1: Course Preparation Identify the Lead Instructor, Lead Evaluator and Proctor

Instructors/ Evaluators Assignment Name Phone Email PSID Number

Lead Instructor

Lead Evaluator

Evaluator

Evaluator

Proctor

Logistics **

Planning **

Safety Officer **

Classroom Facility Contact

Hands-On Training Facility Contact

** For classes where hands-on or skill activities are not conducted these positions may not need to be filled. These positions can be filled by the same person if the lead instructor so deems it necessary.

Estimate of Time Expectations The time expectations are based upon 12-16 students.

Class Start Date

Class End Date

Estimate of classroom hours (Recommended) 10

Estimate of hours to conduct the practical skills demonstration (Recommended) 12

Estimate of student hours to complete practical skill work

Estimate of hours to conduct the practical skills evaluation (Recommended) 8

Final written examination hours 3

Total number of hours (Classroom, practical skills evaluation/practice & cognitive exam) 33

Instructor/Evaluator to Student Ratio The Instructor / Evaluator to Student Ratio will ensure quality instruction. The more involved the skill the smaller the ratio

Recommended Instructor to student ratio for practical skill demonstration. 1/1

Required Evaluator to student ratio for practical skill examination. 1/1

Required Evaluator to student ratio for practical skill final examination. 1/1

Step 2: Course Scheduling Information

Course Scheduling Requirements

Has the class been posted on the Indiana Fire Training Website for at least 30 days?

If this is a district funded course, does the class have the required 15 students registered?

If this is a district funded course, understand the budget for the class, and that any changes in the budget must be approved by the Training Coordinator.

The Lead Instructor SHALL notify the Board of Firefighting Personnel Standards and Education 30 days before the start of the course. Notification is done by registering a course and then e-mailing the course number to the State Fire Training System. Course registration is done here: https://myoracle.in.gov/hs/training/public/fireApp.do

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Step 3: Facility and Equipment Requirements

Facility Requirements

Classroom

Have you reserved a classroom?

Are you going to need a projector and screen?

Does the room support Computer / Virtual Reality Simulations if needed?

Does the room have Chalkboard/Marker Board/Easel Pads/Display board?

Does the room support Television/Programs/Video Presentations?

Do you have pencils, sharpener, pens, paper and other needed supplies?

Drill Field / Training Center Requirements

Location

Drill Site requires an open area large enough to conduct the driving skills and an adequate water supply to support pumping operations. Make sure the surface can withstand the weight of the apparatus! Consider taking water off of the apparatus for the driving skills portion. Access to a hydrant is useful for fill site operations.

Equipment/Props/Supplies Required

Lead Evaluator Handbook

Recommended textbook: Fire Apparatus Driver/Operator, 2nd Edition, Jones & Bartlett

Vehicle Driving Course

Personal Protective Equipment (as outlined by instructor and/or Department)

Traffic cones (10)

NFPA 1901 compliant pumper

Working Water Hydrant

Compliance Documents

If applicable, the facility you are using may require the following items.

Description Necessary? Description Necessary?

Ambulance Requirement? Liability Waiver?

Usage Permission? Damage Waiver?

Owner Staffing Expectation? Medic

Safety Officer Driver

Burn Permit (IDEM) Local Permitting

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Step 4: Special Instructions

Course Preparation/Special Instruction

Ensure that the facility can accommodate the practical skill practice sessions AND exam. This class requires ‘hands on’ training and you must make certain that the facility you’ve chosen can provide the logistics needed for those skills.

Chapter Quizzes- The Lead Instructor shall give each chapter quiz and is expected to issue, grade and discuss the chapter quizzes with the students

Assignments that are due before the beginning of class are to be sent to the students at least 1 week prior to the class date

The Annex sections give supplemental information relating to the course preparation, application and evaluation of related content. The Lead Instructor is expected to read and understand all of the annex sections of this document

Lead Evaluators- If a student fails a skill, you may advise the student of what portion of the skills evaluation they failed and allow them to seek remediation with the Lead Instructor or an Instructor. After remediation by the Lead Instructor or an Instructor, the student may perform the failed skill in front of the Lead Evaluator or an assigned Evaluator

For state certification, the Lead Evaluator must be certified as a D/O Pumper and Instructor II/III to sign off on the final skills evaluations.

Appendix A Sample Curriculum

Fire Apparatus Driver/Operator: Pump, Aerial, Tiller, and Mobile Water Supply Jones & Bartlett, 2nd Edition

Start Date

Stop Date

Classroom Ch Pages Objective Instructor/s Evaluator/s

Prop(s)

The Fire Pump

5 75-99 1. Explain the importance of understanding the fire pump and its systems

2. Describe the exterior and interior features of a pumper

3. Define the term pump 4. Explain the basic operations of

positive-displacement and centrifugal pumps

5. Explain the different types of positive-displacement pumps

6. Explain the different types of centrifugal pumps

7. Describe a single stage pump and a two stage pump

8. Describe the intake side of a fire pump

9. Describe the discharge side of a fire pump

10. Describe the pump valves and drains 11. Describe the components of the

pump panel

Fire Hose, Appliances, and Nozzles

6 101-117 1. Describe the types of hoses used in the fire service

2. Describe connecting a hose to a hydrant

3. Describe fire hose appliances 4. Describe the types and designs of

nozzles 5. Describe nozzle maintenance and

inspection

Inspect a solid stream nozzle and a fog nozzle

Mathematics for the Driver/Operator

7 119-165 1. Describe pump discharge pressure 2. Describe nozzle pressure 3. Describe nozzle reaction 4. Describe the four principles of

friction loss 5. List the elements needed to

calculate pump discharge pressure 6. Describe the concepts underlying

theoretical hydraulic calculations 7. Describe the concepts underlying

fireground hydraulic calculations during an incident

8. Describe how to calculate additional water available from a hydrant

Operational Pumper

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Performing Fire Apparatus Check-Out and Maintenance

8 167-189 1. Describe the inspection and maintenance procedures required by your fire department

2. Describe the inspection and maintenance procedures recommended by the manufacturer

3. Describe the items on the written inspection and maintenance forms

4. Describe the procedures to be followed when an inspection reveals maintenance problems beyond the scope of the driver/operator’s ability to remedy

5. Describe the type of problems found during the inspection and routine maintenance of fire apparatus that warrant taking the fire apparatus or equipment out of service

6. Describe the equipment carried on fire apparatus that requires inspection and maintenance

7. Describe the routine maintenance procedures or adjustments to be completed by the driver/operator

8. Describe the maintenance procedures and items that will be performed by specially trained personnel other than the driver/operator

9. Describe the process to initiate required maintenance procedures

10. Describe the schedule for routine inspection and maintenance procedures for all fire apparatus and equipment that the driver/operator will be responsible for inspecting, maintaining, or testing

Operational Pumper

Skill Sheet #1

Perform and document the routine inspection of a fire department pumper. NFPA 1002: 4.2.1, 4.2.2, 4.3.7, 5.1.1

Operational Pumper

Driving Fire Apparatus

9 191-213 1. Describe the 360-degree inspection 2. Describe the process to start the

apparatus, get it underway, and shut it down

3. Describe the seat belt requirements of NFPA 1500

4. Describe the various driver training exercises required by NFPA 1002

5. Describe the procedure to back up the apparatus

All previous skills equipment

Skill Sheet #2

Operate a fire department pumper within an established obstacle course. NFPA 1002: 4.3.2, 4.3.3, 4.3.4, 4.3.5, 4.3.6

Operational Pumper Obstacle Course Traffic Cones

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Scoring Sheet

Skill Sheet #3

Operate a fire department pumper on a predetermined route on a public roadway. NFPA 1002: 4.3.1

Operational Pumper

Fireground Operations

11 245-277 1. Describe securing a water source after arriving on scene

2. Describe the driver/operator’s responsibility with proper hose layouts

3. Describe cab procedures when positioning the fire apparatus at the fireground

4. Describe the driver/operator’s responsibilities prior to exiting the cab of the fire apparatus

5. Describe the driver/operator’s responsibilities after exiting the fire apparatus

6. Describe the driver/operator’s responsibility to make connections to a fire department sprinkler and/or standpipe connection

7. Describe the driver/operator’s role in troubleshooting problems on scene with the fire apparatus or its equipment

8. Describe the driver/operator’s role in the safe operation of the pump

9. Describe the various types of apparatus-mounted equipment found on different fire apparatus

Skill Sheet #4

Positioning a pumper for pumping operations NFPA 5.2.1; 5.2.1(B)

Operational Pumper

Skill Sheet #5

Transition from tank water to a pressurized water source NFPA 5.2.1; 5.2.1(B)

Operational Pumper, Pressurized water source

Drafting and Water Shuttle Operations

12 279-309 1. Describe the mechanics of drafting 2. Describe how to verify the

operational readiness of the pump 3. Describe water supply management

within the Incident Management System

4. Describe the process for selecting a suitable site for water drafting

5. Describe how to position a fire pumper for drafting

6. Describe the process for establishing a pumping operation from a draft

7. Describe how to perform drafting operations

8. Describe complications of drafting operations

9. Describe how to provide an uninterrupted water supply

10. Describe water shuttle operations

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11. Describe dump site operations 12. Describe water shuttle operations in

the Incident Management System

Skill Sheet #6

Produce effective hand streams from a static water source (draft). NFPA 5.2.1; 5.2.1(B)

Operational Pumper

Relay Pump Operations

13 311-323 1. Describe relay pumping operations

Skill Sheet #7

Perform a relay pumping action. NFPA 5.2.2

Two Operational Pumpers

Foam

14 325-353 1. Describe how foam works 2. Describe the foam tetrahedron 3. Describe foam characteristics 4. Describe the different types of foam

concentrate 5. Describe foam expansion rates 6. Describe foam percentages and

their importance 7. Describe foam guidelines and

limitations 8. Describe the different types of foam

application systems

Skill Sheet #8

Produce an effective foam stream. NFPA 5.2.3

Operational Pumper

Skill Sheet #9

Supply water to a sprinkler or standpipe system. NFPA 5.2.4

Operational Pumper

Performance Testing

19 476-507 1. Describe and understand the requirements for the performance tests and inspections on the apparatus’ batteries, braking systems, cooling systems, electrical systems, fuel systems, hydraulic fluid systems, oil, tires, steering system, and fan belts, given the policies and procedures of a department’s jurisdiction

2. Describe and understand the requirements for the performance tests and inspections on the apparatus’ pumping and foam systems, given the policies and procedures of a department’s jurisdiction

9. Describe the criteria for rerating fire pumps

Written Exam (3 Hours)

#2 pencil Test booklets from IDHS Testing bubble sheets from IDHS PSID Number

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Appendix B 16 Life Safety Initiatives

The National Firefighter’s Foundation has set a high priority on preventing line-on-duty deaths and injuries through the 16 Life Safety Initiatives. As an instructor, you are encouraged to integrate these initiatives into your instruction process where applicable.

16 Life Safety Initiatives

Access: http://www.lifesafetyinitiatives.com/

#1 Cultural Change #9 Fatality, Near-Miss Investigation

#2 Accountability # 10 Grant Support

#3 Risk Management #11 Response Policies

# 4 Empowerment #12 Violent Incident Response

#5 Training & Certification #13 Psychological Support

#6 Medical & Physical Fitness #14 Public Education

# 7 Research Agenda #15 Code Enforcement & Sprinklers

# 8 Technology #16 Apparatus Design & Safety

On line class is found here and should be assigned to the students:

http://www.lifesafetyinitiatives.com/initiatives.html

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Appendix C Utilizing the Four Step Method of Instruction

One of the best ways to assist the students in retaining the information learned is to use the four-step method of instruction. This method uses the following steps: 1. Preparation: Preparation will help you motivate your students and establish relevancy to the audience. 2. Presentation: During the presentation phase new ideas are presented to the students.

a. Explain the skill b. State why it is important c. Show how it relates to other skills d. DO NOT simply rely on reading PowerPoint. An Instructor II/III should modify the presentation, adding or

eliminating slides, in order to keep it interesting.

3. Application: Application is the most important step and is sometimes combined with the presentation step. Different techniques include questions, discussions, activities, and assignments

4. Evaluation: Evaluation will help you decide whether or not the students remembered what they learned. Evaluation can also assist you in making the course better in the long run

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Appendix D Motivating and Encouraging Students

There are a number of ways an instructor can motivate and encourage their students. Here are some ways that you may find beneficial: 1. Provide quality instruction that helps the students who try.

a. No one likes an instructor that is ill prepared; as an instructor you have a duty to provide the best training possible.

2. Provide continuous feedback about student progress a. Every step of the way you should work to encourage the students and assist them in correcting deficiencies

3. Reinforce learning a. Work to find examples in day-to-day environments that the student can relate back to what they learned.

4. Repeat, repeat, repeat. a. Repetition will help the students gain confidence.

1. Managing Student Behavior From time to time, students will act out in class. While some of this is to be expected, it is important for the instructor to maintain control, especially during dangerous evolutions.

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Appendix E SAMPLE CLASS RULES & REGULATIONS

(Rules and regulations document based on the Vigo County Fire Academy. Lead Instructors are strongly encouraged to develop their own and make certain that students have a copy prior to the start of the class.)

Course Information Course Description: This course is designed to challenge and prepare students for the Practical Skills Exam and Written Test. The Indiana Board of Firefighting Personnel Standards and Education offers other opportunities for students to further their education in all subjects of the fire service. Prerequisites (Ensure students meet the Prerequisites.) Instructors should have students refer to the Board Rules to make certain they are eligible for State Certification. Prerequisites can be found at http://www.in.gov/dhs/files/cert_prereq.pdf Academic Information Assessment

Lead Instructors must clearly communicate the class rules and regulations to the students prior to, or at the start of, the class. This should include; passing scores, ‘bonus points’, make up class exams, and the dates of the exams.

Student Expectations Attendance Students are required to attend all class sessions based upon the guidelines set by the Lead Instructor. Deviation from those guidelines must come from the Lead Instructor. Rarely- if ever- is it acceptable to miss the practical skills exam day. NEVER is it acceptable to do so without the prior permission of the Lead Instructor AND the Lead Evaluator. If a student must miss a practical skills exam day, this MUST be coordinated with the Lead Instructor and Lead Evaluator. The Lead Instructor and Lead Evaluator shall document why the student was absent from the practical skills exam day. Absences / Tardiness

Absences and tardiness- as well as the consequences of each- shall be clearly communicated to the students prior to the start of the class. The Lead Instructor must set the policy, and adhere to it, as part of the planning process for the class. Dress Code Students in this program will be expected to always present a professional appearance, in accordance with the

rules and regulations of their AHJ. If there are specific personal protective items required for the class, these will be

communicated to the students by the Lead Instructor.

Discipline Lead Instructors, as a part of the course planning, need to develop and communicate clear policies that govern class discipline. For example:

Students are expected to conduct themselves in a professional manner during all class periods and contact with public while representing themselves as a student of this class. The following actions are unacceptable and can subject the student to additional assignments, suspension, and/or dismissal from the program:

-Insubordination or any act of disrespect towards any instructor, preceptor, staff member, student or other member of the public;

-Disruptive behavior that interferes with learning environment;

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-Failure to compete assigned class work;

The following actions will result in immediate dismissal from the program without further discussion and the student’s fire chief notified:

-Being under the influence, or reasonable suspicion of, alcohol or illicit drugs during any class period; -Any act of violence, or threat of such act, to any person; -Any act of harassment towards any person in any way;

- Any act of academic dishonestly (cheating); -Dishonesty regarding reason for an absence or tardiness; -Failure to follow safety instructions;

Grievance Procedure

Any concern or complaint should first be addressed to the Lead Instructor.

If at any time, the student feels they need to speak to someone above the Instructor, or appeal any part of the discipline process, they may ask the Lead Instructor to schedule a conference with their supervisor and the student’s supervisor.

ONE LAST EXPECTATION……. HAVE FUN! We want all students to enjoy the class! These classes can be stressful, frustrating and time consuming. But, they

should be fun as well. If you are struggling in any way, please talk to the lead instructor! We may be able to help you learn what you are

struggling with.

Students Rights

The primary function of a course of instruction is to deliver the information in an educational forum where students can prepare, learn, practice and test themselves constructively to meet the challenges of the State practical skills and written examination. Students should be provided full opportunity to inquire, to question, and to exchange ideas during course delivery.

1. Students shall have the responsibility to learn, and to respect the rights of others to learn. Students shall also respect the rights of others to teach.

2. Students shall have the right to hear and express various points of view on subjects without fear of reprisal or penalty provided the students recognize the rights of others and the limitations imposed by the laws of libel, slander, obscenity.

3. Students have the right to due process as outlined by the Authority Having Jurisdiction.

4. Students have the right to privacy. Students should be given an opportunity to express opinions concerning the instruction received. Instructors must recognize that the evaluation of Instructors is an integral part of the certification process.

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Appendix F

Facial Hair Policy OSHA 1910.134- Fire Departments & SCBA Respiratory protection- i.e. ‘SCBA policies’ must be a written part of every fire department’s ‘standard operating policy’ (SOP). Both the Federal and Indiana Departments of Occupational Health and Safety (OSHA) have written regulations that govern the use of respirators (which includes Self Contained Breathing Apparatus (SCBA). What follows below, is a summary of those parts of the regulations that directly affect ALL fire departments (employers) in the State of Indiana- whether staffed by volunteer, combination, career, territorial, or not-for-profit. This interpretation was written by a firefighter FOR firefighters in order to ensure we are providing the best possible safety for our members. OSHA language has been substituted by plain English and does NOT constitute a legal interpretation. While this document also does NOT encompass the entire OSHA standard (23 pages in length) it DOES address many of the issues specific to fire department operations. You are encouraged to contact IOSHA, the State Fire Marshal’s Office, or the Indiana Fire Training System for further guidance. This document has been vetted and reviewed, but does NOT constitute a legal endorsement. 1910.134(c) Respiratory protection program. This paragraph requires the Fire Department, whether the staff is paid or not, to develop and implement a written respiratory protection program with required fireground procedures for SCBA use. Someone from within the Department must be named as responsible for seeing to it that the SCBA policy is followed at all times, aka a Chief, a Training Officer, a Safety Officer, etc. While there are multiple sections that cover procedures for selecting the proper respirators for use in the workplace, we generally only have ONE to choose from for interior fire attack - SCBA. Fire Service personnel should ALWAYS err on the side of using versus not using SCBA. Additionally, using ‘dust masks’- either N-95 or N-100- for overhaul, is NOT effective as has been proven by multiple studies. 1910.134(e)(1) General. At a bare minimum, a firefighter’s personal physician should certify the individual who desires to serve as a firefighter is medically able to wear, and work, in an SCBA as a firefighter. Ideally, this would be a physician who is knowledgeable of, or is contracted or associated with the Fire Department, to implement the provisions of NFPA 1582 and 1910.134, and has performed a medical evaluation consistent with the duties expected of a firefighter on the fire ground. 1910.134(f) Fit testing. Firefighters shall be fit tested prior to allowing them wear or use SCBA in an environment that is considered immediately dangerous to life and health (IDLH). There are also requirements as to the type of test used and that fit testing shall be conducted annually. 1910.134(k) Training and information. These sections require the fire department to provide training to firefighters who are required to use SCBA. The training must be comprehensive, understandable, and recur annually and more often if necessary. The employer shall ensure that each employee can demonstrate knowledge of at least the following: the proper use of respirators, when to wear it, why to wear it, donning and doffing, limitations on their use, the importance of a good mask fit, maintenance procedures, emergency procedures, cleaning, and storage. OSHA 1910.156 Training. The fire department shall provide training and education for all members commensurate with those duties and functions that they are expected to perform. Such training and education shall be provided to firefighters before they perform fire emergency activities. Fire officers and training instructors shall be provided with training and education which is more comprehensive than that provided to the general membership. The employer shall assure that training and education is conducted frequently enough to assure that each member of the department is able to perform the member’s assigned duties and functions satisfactorily and in a safe manner so as not to endanger

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other members. All members shall be provided with training at least annually. In addition, members who are expected to perform interior structural firefighting shall be provided with an education session at least quarterly. 1910.134(g)(1)(i) and 1910.134(g)(1)(ii) Face piece seal protection. The fire department shall not permit SCBA to be worn by firefighters who have: facial hair that comes between the sealing surface of the face piece and the face or that interferes with valve function, or any condition that interferes with the face-to-face piece seal or valve function. If an employee wears corrective glasses or other personal protective equipment, the department shall ensure that such equipment is worn in a manner that does not interfere with the seal of the face piece to the face of the user. Eyeglass frames cannot extend from within the mask, under the seal, to the ears. 1910.134(g)(3) Procedures for IDLH atmospheres and 1910.134(g)(4) Procedures for interior structural firefighting. For all IDLH atmospheres, the employer shall ensure that: a rapid rescue team, consisting of at least two firefighters with appropriate equipment, training, and communications, remain outside for rescue. Further, ALL firefighters doing interior structural attack must do so in pairs and must use SCBA. Note: Nothing in this section is meant to preclude firefighters from performing emergency rescue activities before an entire team has been assembled. One of the two individuals located outside the IDLH atmosphere may be assigned to an additional role, such as incident commander in charge of the emergency or safety officer, so long as this individual is able to perform assistance or rescue activities without jeopardizing the safety or health of any firefighter working at the incident. 1910.134(h)(1) Cleaning and disinfecting. The employer shall provide each SCBA user with an SCBA that is clean, sanitary, and in good working order. Face pieces must be cleaned after each and every use, stored in a manner to prevent damage, kept readily available, well maintained, checked for proper function before and after every use, and inspected at least monthly. Additionally, SCBA’s must have a written (or digital) log as to the date they were inspected, by whom, kept charged to at least 90% of capacity, repairs made only by qualified persons (and those repairs logged), defective ones immediately pulled from service, and filled only with Grade D breathing air.

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Appendix G How to register a class with the State

Prior to starting an application, please have the following information in hand- Lead Instructor name & PSID, Lead Evaluator name & PSID, Proctor name & PSID, Contact person name & phone number.

1) Go to https://myoracle.in.gov/hs/training/public/fireApp.do and either log into your account, or create one if you don’t already have one.

2) Look for the link that states “create a new application” and click on it. 3) From the ‘Course/Test name’ drop down, choose the type of class you are going to offer. “on line testing” has

additional requirements associated with it. Call the Fire Training System to make sure you meet them. 4) Select “Challenge” (which is automatically subject to audit), “Closed” if this is an class you don’t want posted on

the Training Calendar, or neither if this is a class you are offering to anyone. 5) Select the test date, understanding that it must be at least 15 days out. 6) Fill out the required information for the location, Lead Instructor, Lead Evaluator, Contact Person, and proctor. 7) Enter in the student names. If you are choosing to do on-line testing, you MUST enter the student’s PSID’s in-

type their name, space twice and type in their number (ex Joe Smith 0000-0000). 8) When you have all of the information entered, hit “Submit”. It will ask you if you are sure. Hit ‘yes’. Your class

is now locked and submitted to the State. 9) You may unlock the application to make changes to it by hitting the “request application to be unlocked” email

link. Unlocking the application requires you to make certain that the test date is still at least 15 days out- if not, you will be forced to choose a new test date.

Important rules

1) All classes require at least 30 days notification to the State prior to the start date. 2) Test dates, including retests, must be at least 15 days out. 3) The Lead Evaluator must be an Instructor II/III and hold the certification for the class that they are evaluating. 4) The Lead Instructor must be at least an Instructor II/III unless the course being taught is “Mandatory

Firefighter”. 5) The Lead Evaluator cannot evaluate skills that they have helped teach as a part of the class. 6) The Lead Instructor cannot serve as the Proctor or Evaluator.

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Appendix H Frequently Asked Questions

I don’t know all the students names 30 days out. How do I notify the State if I don’t know the names?

Notification can be made two different ways- a) by filling at an application (as described above), putting in a single name, hitting ‘submit’, and then immediately requesting the application be unlocked, or b) starting the application and then emailing the course number generated to the Fire Training System. If you choose ‘a’, you must make certain that the application is submitted at least 15 days prior to the desired test date. I have someone who wants to join the class but wasn’t included on the original roster. What do I do? Your options are limited to contacting the State Fire Training System and asking for guidance. The Board Rules are specific about time notification requirements. If you are not flexible on moving your test date back in order to accommodate a late registrant, you will likely have to decline their admittance to the class. Can a student take the class if they do not have all the pre-requisites? It can be done, but is not considered a best practice by the IDHS. Students may take the classes out of order, but they may NOT obtain certification or test out of order without an appeal to the Board. The student would be well advised to take the classes as they appear, but TEST in the order required. Skills (JPR’s) are only valid for 180 days, so if the student cannot complete the testing needed within the time frame, they will need to retake the class.

The class is very large and I need multiple Evaluators- do they all have to be Instructor II/III? No. Only the Lead Evaluator must be an Instructor II/III, the others may be an Instructor I. However, the Lead Evaluator is accepting responsibility for ALL of the actions of all other evaluators. I have someone who is going to teach a part of the class who is great at a particular area, but they are not an Instructor I, II/III or even a firefighter. Can I still use them? Yes. Instructors with a particular knowledge area but do not have fire service certifications are known as Subject Matter Experts (SMEs). One example would be to use a trucking company SME to teach the portion of Hazardous Materials Operations where the SMEs information would be beneficial. Bear in mind, the Lead Instructor is still responsible for anything that the SME presents in the class. What are the records keeping requirements? What happens if I get audited?

Students are required to keep copies of the work they did in order to meet the Job Performance Requirements (JPR’s). Lead Instructors must keep copies of the classroom materials taught. Lead Evaluators must keep copies of the skills for each student they evaluated. An audit will request that you produce documentation in order to answer a single specific question concerning a portion of the class. What classes are subject to audit? ALL classes are subject to audit or site visit at any time by the State of Indiana. Please refer to the ‘Code of Ethics’ statement found earlier in this document. It is better to expect and prepare to be audited rather than ‘roll the dice’. I want the District to fund the class. How do I get them to pay for the class?

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Contact your District representative or District Training Coordinator. In order a class to be funded by the district, it must be approved by the district’s governing body to ensure there is adequate money in the budget to provide funds. There are strict limits on the amount of funding available for classes. I want the District to fund the class. Are there any other rules that apply?

Yes. In addition to the class being approved by the specific district, there must be sufficient notice (minimum 30 days) must be given, you must have at least 15 students registered and a minimum of 12 attending on Day One, and it must be offered free of charge.